Child competence and psychiatric risk. I. Model and method

Area of Science:

• Child Psychology
• Developmental Psychology
• Behavioral Science

Background:

• Longitudinal research on children at risk for behavioral pathology requires robust competence assessment tools.
• Existing assessment methods have limitations, including attribute listing, normative approaches, and theoretically based definitions.

Purpose of the Study:

• To present a novel model for competence and competence assessment tailored for longitudinal studies of at-risk children.
• To develop age-appropriate criteria for competent functioning in intermediate and long-term outcome research.
• To establish an empirically based system for score profiling in competence assessment.

Main Methods:

• The model derives competence criteria from norms of expected behavior within specific assessment domains.
• Scales for assessing competence in school functioning for at-risk children were developed.
• An empirically based system for score profiling was created.

Main Results:

• The presented model offers a flexible approach to measuring competence from dimensional to global levels.
• The developed scales provide age-appropriate criteria for assessing school functioning in at-risk children.
• The study includes a description of the University of Rochester Child and Family Study.

Conclusions:

• The proposed model and scales facilitate the testing of diverse research questions concerning behavioral pathology risk in children.
• This approach offers a more nuanced and norm-referenced method for competence assessment in developmental research.
• The model supports the measurement of competence across various levels, enhancing its utility in outcome research.